Intervention in Autism - TZ535

Location Term Level Credits (ECTS) Current Convenor 2019-20
Canterbury Spring
View Timetable
5 30 (15)

Pre-requisites

None

Restrictions

Only available for Tizard UG students

2019-20

Overview

The module will describe the research basis and application of interventions in autism. It will critically consider the effectiveness of interventions, including early behavioural interventions and other specific approaches, for example Sonrise, Relationship Development Intervention, and interventions designed for co-occurring neurodevelopmental conditions, as well as the use of and the practical application of non-specific intervention therapies such as music therapy, art therapy, daily life therapy, social skills teaching, diets and treatments used to address sensory/perceptual problems.

Details

Contact hours

This module will be taught through blended learning via materials on Moodle. As part of the programmes this module contributes to, students attend campus for one workshop at commencement of the academic year and a further workshop to undertake exams and have additional lectures.Blended learning features online forum and chat discussions, case-study work, individual tutorials (typically conducted via skype or telephone), group exercises, videos, guided reading of text-based materials and study questions.

Method of assessment

The assessment methods for this module comprise one 2,000 essay on an intervention approach (25%), one 4,000 word case study (50%) and one sixty-minute MCQ/short answer exam (25%).

Indicative reading

Charman T. & Howlin, P. (2003) Research into Early Intervention for Children with Autism and Related Disorders: Methodological and Design Issues. Autism: International Journal of Research and Practice, 7, 217-225.

Fleming, B., Hurley, E. & Goth, T. (2015) Choosing Autism Interventions: A Research-Based Guide. Brighton: Pavilion Publishing.

Lai, M.C., Lombardo, M.V. and Baron-Cohen, S. (2014) Autism. Lancet, 383, 896–910.

Rogers, S.J. (1998) Empirically Supported Comprehensive Treatments for Young Children with Autism. Journal of Clinical Child Psychology, 27(2), 168-179.

Schopler, E. (2001) Treatment for Autism: From Science to Pseudo-Science or Antiscience. In The Research Basis for Autism Intervention. E. Schopler, N. Yirmiya, C. Shulman and L. M. Marcus (eds.). New York: Kluwer Academic/Plenum Publishers.

Vasa, R.A., Carroll, L.M., Nozzolillo, A.A., Mahajan, R., Mazurek, M.O., Bennett, A.E., & Bernal, M.P. (2014) A Systematic Review of Treatments for Anxiety in Youth with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 44(12), 3215-3229.

Learning outcomes

o Demonstrate knowledge regarding ways to assess the research basis and effectiveness of interventions in autism

o Understand the use of, and the practical application of, non-specific intervention approaches

o Review and critically analyse the literature around intervention in autism spectrum conditions and other neurodevelopmental conditions, including early intervention and approaches based on applied behaviour analysis.
o Show the capacity to draw critically on both published case studies, and their own experiences of intervention or evaluation strategies

o Understand, and communicate complex, abstract concepts or data
o Use information technology (word processing, email, internet use, online learning resources) effectively to complete tasks
o Effectively manage time to successfully meet deadlines
o Recognise issues relating to equality and diversity through the use of non-discriminatory language

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